CURRICULUM

DEVELOPMENT
CHAPTER 4
Curriculum Development Models
- Models based on a clear and consistent learning of various
scholars of the nature of curriculum as a discipline and as a
field of study.
- Have five areas of emphasis namely; situational analysis,
selection of objectives, selection of content, selection of
learning experiences and evaluation.
3 Cluster Types of Curriculum Model
1. Linear Models – models that prescribe a step-by-step procedure for the curriculum development starting
with objectives.
- Follows a logical and sequential approach to curriculum development starting with curriculum objectives.
2. Cyclical Models – follows essentially logical and sequential approach however curriculum development
is viewed as a continuous process.
- Usually start with situational analysis that serves as basis for all the succeeding process.
3. Dynamic Models – describe how curriculum workers develop curricula in various educational contexts
- Usually used in school-based settings
- Curriculum development may start with any curriculum element
- Emphasize the importance of teacher involvement in the development of the curriculum
LINEAR MODELS OF
CURRICULUM
DEVELOPMENT
LINEAR MODELS OF
CURRICULUM DEVELOPMENT
1. TYLER’S Rational linear Model
2. TABA’S Grassroots Rational Model
3. STANDARD-BASED Curriculum Development Model
4. Understanding by Design Model (UbD)
5. SYSTEMATIC Design Model
6. MURRAY PRINT Model for Curriculum Development
STRENGTHS OF LINEAR MODELS

• Involves active participation of both teachers and learners

• Objectives are clearly defined
• Simple
WEAKNESSES OF LINEAR
MODELS
• Does not have a feedback mechanism
• Do not apply to all subjects
• Teachers are unaware of what others do
• It cannot account for many/complex outcomes of learning
• It limits to what students can learn
• It could not indicate what is worthwhile learning
TYLER’S RATIONAL LINEAR
MODEL
- Developed by Ralph Tyler
- Emphasized that curriculum development should be logical and systematic

Society Students Subject Matter

Selecting objectives Psychology of

Philosophy of Learning
Education
Selecting Learning Experiences

Organizing Learning Experiences

Evaluation
Basic questions that must be considered in
developing in any curriculum
1. What educational process should the school seek to attain?
2. What educational experiences are likely to attain these objectives?
3. How can these educational experiences be organized?
4. How can we determine whether these purposes are being attained?
3 Curriculum Sources:
1.Society
2.Students
3.Subject matter
TABA’S GRASSROOTS RATIONAL
MODEL
- Developed by Hilda Taba
- Emphasized that curriculum development should follow a sequential and
logical process and she suggested for more information input in all phases
of curriculum development
- Curricula are composed of fundamental elements
- Suggested diagnosis of needs is needed to be successful in curriculum
development
- Suggested that there are seven steps that should be followed when
developing a curriculum
Seven Steps in Developing a
Curriculum:
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and ways of doing it
STANDARDS-BASED CURRICULUM
DEVELOPMENT MODEL
- Developed by Allan Glatthorn
- Intended for developing curriculum standards for any discipline from
basic education to higher education
- Has three phases to be followed
- It is a linear and rationale curriculum development model
- Stressed the development of standards as first activity
- Recognizes the importance of using multiple sources in developing
curriculum standards
Phase 1. Develop Standards

1.Develop a comprehensive set of standards, using multiple

sources.
2.Refine the comprehensive list by eliminating and combining.
3.Secure teacher input to identify teacher priorities.
4.Use data to develop final draft of standards, divided into Essential
Standards and Enrichment Standards.
Phase 2. Develop Benchmarks
1. Review decisions about content emphases.
2. Identify standards for continuing development (standards that will
be benchmarked).
3. Decide how benchmarks will be identified – by taskforce or by
teachers.
4. Develop initial draft of benchmarks, evaluating with criteria
provided, and secure teacher review; revise benchmarks if needed.
Phase 3. Develop final products

1.Use standards and benchmarks to produce scope and

sequence chart.
2.Decide on curriculum guide content.
3.Analyze benchmarks into learning objectives.
Understanding by Design Model (UbD)
- Developed by Grant Wiggins and Jay McTighe
- Also called Backward Design for putting emphasis on starting with goals
and objectives in designing curriculum
- Curriculum design engage students in exploring and deepening their
understanding of important ideas and the design assessments
- Stresses the six facets of understanding as framework for identifying the
results or goals of learning
SYSTEMATIC DESIGN MODEL
- developed by Robert Diamond in the early 1960s
- It has two basic phases
- It is prescriptive and rational
- Presents a systematic and linear view of curriculum development
- It relies heavily on data
- It is usually research-based
- - Otherwise known as the Instructional Model
MURRAY PRINT MODEL FOR
CURRICULUM DEVELOPMENT
- Developed by Murray Print and published in his book Curriculum
Development and Design in 1988
- Prescribed a sequential and logical approach to curriculum development to
provide a useful and easy-to-understand process in developing curriculum
- Includes instructional evaluation in the development process
- Starts with identifying the aims, goals and objectives
- Embraces the principles of cyclical and dynamic models in its procedures
organization
CYCLICAL MODELS
OF CURRICULUM
DEVELOPMENT
CYCLICAL MODELS OF
CURRICULUM DEVELOPMENT

1.Audrey Nicholls and Howard Nicholls Model for

Curriculum Development
2.Wheeler’s Curriculum Development Model
3.The Contextual Filters Model of Course Planning
STRENGHTS OF CYCLICAL
MODEL
• Provide logical sequence
• Provide baseline data for objectives
• Able to cope with changing circumstances
• Provide flexibility (and relevant to schools situations and
more appropriate to curriculum development by teachers)
Weaknesses of Cyclical Model

• It is difficult to locate
• It is not different from objective model since it adopts
logical sequence
• It takes time to undertake an effective situational analysis
AUDREY NICHOLLS AND HOWARD
NICHOLLS MODEL FOR CURRICULUM
DEVELOPMENT
- Developed in 1978
- Emphasizes the cyclical nature of curriculum development
- Emphasizes that curriculum development is a continuous process
- Prescribes five (5) logical and interdependent stages
- Start with situational analysis in which curricular decisions are made, followed by the selection of
objectives and other succeeding phases.
- Highly prescriptive and dynamic
- Recognizes the influence and importance of contributing disciplines such as philosophy, psychology and
sociology in developing the curriculum
Nicholls and Nicholls Curriculum Development Model

Situational
Analysis
WHEELER’S CURRICULUM
DEVELOPMENT MODEL

- Elements of the curriculum are related and interdependent

and in a cyclical process
- Based on the model one phase cannot proceed unless the
preceding phase is done
- Emphasized the importance of starting from the
development of aims, goals and objectives
Wheeler’s Curriculum Development Model
THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
- Developed by Stark, Lowther, Bentley, Ryan, Martems, Genthon, Wren, and Shaw
in 1990
- Presents a cyclical view of curriculum development
- Applicable in higher education courses
- Based on research conducted on how faculty members plan their curriculum
- Very teacher-centered
- Highly focus on content influences which encompass faculty members background
and associated disciplinary and educational beliefs
CONTEXTUAL FILTERS MODEL

Feedback
Adjustments
DYNAMIC MODELS
OF CURRICULUM
DEVELOPMENT
DYNAMIC MODELS OF
CURRICULUM DEVELOPMENT

1. Walker’s Model of Curriculum Development

2. Skilbeck’s Curriculum Development Model
3. Eisner’s Artistic Approach to Curriculum
Development
4. Pawilen’s Model for Developing Curriculum
Walker’s Model of Curriculum
Development
• Developed by Decker Walker in 1971
• A dynamic and descriptive model of curriculum development
• Has three phases: platform, deliberation and design
• It reflects the realities of how curriculum workers plan and develop a
curriculum
• It recognizes the role and influence of curriculum workers in any
curriculum development
• Otherwise known as communicative approach
WALKER’S NATURALISTIC MODEL
Skilbeck’s Curriculum Development
Model
• Developed in 1976
• Curriculum may start from any phase
• Each phase of the development is interrelated and follows a systematic sequence
• Includes a situational analysis that involves gathering of data from the school,
society and the learners
• It views design as a means by which teachers modify and transform pupil
experience through providing insights into cultural values, interpretative
frameworks and symbolic means
Eisner’s Artistic Approach to
Curriculum Development
• Developed by Elliot W. Eisner in 1979
• Believed and recognized the artistry of teaching
• Stressed an artful process of arriving at a consensus about curricular
priorities by involving the participants
• He contended that a variety of learning opportunities be provided to
different type of students using varied resources and activities in organized
and integrated different ways
• It recognizes the influence of various curriculum workers and the
importance of having a well-defined goals and objectives
Eisner’s Artistic Model of Curriculum
Development
1. Goals and their properties
- The need to consider less, well-defined objectives as as explicit ones
- The need for deliberation in talking the properties
2. Content of Curriculum
- Options to consider in selecting curriculum
- Caveats about the null curriculum
3. Types of Learning Opportunities
- Emphasis on transfroming goals and content into learning events that will be of
significance to students
4. Organization of Learning Opportunities
- Emphasis on a nonlinear approach in order to encourage diverse student outcomes
Eisner’s Artistic Model of Curriculum
Development
5. Organization of Content Areas
- Emphasis on cross-curricula organization of content
6. Mode of presentation and mode of response
- Use of a number of modes of communication to widen educational
opportunities for students
7. Types of evaluation procedure
- Use of a comprehensive range of procedures at different stages of
the process of curriculum development
Pawilen’s Model for Developing
Curriculum
• Intended to help curriculum worker develop curriculum that is
relevant and appropriate to the Philippine context
• Emphasized that curriculum sources are general factors that
influence or affect curriculum development and decison-making in
the macro level
• The model suggests the three sources of curriculum development as
the learners, society and disciplines.
Pawilen’s Model for Developing Curriculum
PROCESSES FOR DEVELOPING
CURRICULM
1. Situational Analysis- the first phase; starts with analyzing the context in which
the curriculum is developed. The situational analysis includes a study of the of
the different curriculum sources (students, society, and disciplines or subject
matter), and careful examination of the different curriculum influences
(internal, external, and organizational) that affect curriculum development.
2. Selection of Goals and Objectives- results from situational analysis. In some
cases, if the government or the university prescribes the curriculum goals and
objectives, such features will be considered as part of the internal or external
influences that will be studied in the situational analysis.
PROCESSES FOR DEVELOPING CURRICULM
3. Development of Curriculum Standards - takes place after the situational analysis
selection of goals and objectives. The first phase of Glatthorn’s model (1998) was
modified to simplify the task for developing curriculum standards: (1) develop a
comprehensive set of content standards by examining various curriculum sources and
influences, (2) align the standards to several criteria; (3) secure teacher input to revise
and improve the standards; (4) ask experts to Validate the standards, and (5) develop the
final draft of standards, divided into content standards, skills standards, and values
standards.
4. Selection of Content or Subject Areas - phase where the developed curriculum
standards are used to select subjects or courses to be included in the curriculum.
PROCESSES FOR DEVELOPING
CURRICULM
5. Selection and Organization of Learning Experiences - Includes selecting learning
activities, organizing instructional plans, and selecting instructional materials to be used in
implementing the curriculum.
6. Implementation - involves the actual implementation of the curriculum by faculty
members. It is where the actual teaching and learning takes place.
7. Evaluation - the final phase; phase where the goals and objectives of the curriculum,
including the design and selection of all the curriculum elements, are evaluated. After the
result of evaluation, the curriculum development process will go back to situational
analysis to reexamine the needs and include necessary changes and demands from
curriculum sources and influences
Summary of the Analysis of Curriculum Models
Perspective

Tyler’s Model
Taba’s Grassroots Model Contextual Filters Model
UbD Nicholls & Nicholls Model
Systematic Design Model Pawilen’s Model
Print’s Model Dynamic/
Rationale/ Intercation
Objectives Standards-based Model Walker’s Model
Wheeler’s Model
Eisner’s Model

Desciptive
• The linear models (Standards-based Curriculum Development
Model, Understanding by Design, Systematic Design Model,
and Print's Curriculum Development Model) provide a direct
and time-efficient approach to curriculum development. These
models simplify the process of curriculum development such
that curriculum workers will find it easy to follow. The linear
models are highly prescriptive and rational They state precisely
where to start in the curriculum development process. Usually,
they start with a situational analysis or selecting objectives.
• The cyclical model of Nicholls and Nicholls (1978) and the Contextual
Filters Model of Course Planning Model present an interrelated procedure
for developing curriculum. These models are prescriptive by starting with
situational analysis; yet, they are also dynamic. These models are
applicable to school-based curriculum development.
• The dynamic models of Eisner (1970), Walker (1971), and Pawilen model
(2011) are less rigid in application and they can be used in school based
curriculum development. These two models reflect the reality of how
institutions and teachers develop curricula. Eisner's (1979) model is
prescriptive; yet, it is also descriptive, while Walker's (1971) model is
highly dynamic and descriptive.
Principles Developed from Different
Curriculum Models:
1. When developing a model for curriculum development, there is always the need for a clear and
logical process.
2. Curriculum sources and other variables that are influential in developing a curriculum should be
specified.
3. Models should reflect how educators plan and develop curriculum in any levels.
4. Models should be based on a curriculum theory.
5. Each process in a model should specify areas where curriculum decisions are made.
6. Each model should reflect the major phases of curriculum development (planning, design,
implementation, and evaluation).
Saint Joseph College Curriculum Devel
opment Process